RHODE ISLAND MODEL Fall 2013 Evaluation Update

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Fall Evaluation Educator Update

Agenda

1. RI Model Improvements

2. Support Professionals Overview

3. Questions

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Strategic Improvements

RI Model for Teachers 2013-2014

Feedback from educators across the state was incorporated into the strategic improvements.

An addendum has been released to provide additional guidance to teachers related to the RI Model for Teachers.

The only section of your guidebook the addendum is designed to replace is the Measures of Student Learning section.

RIDE has produced a series of online modules for all educators that are easily accessible through their website.

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Strategic Improvements

p. 5

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Differentiated Evaluation Process for Teachers

p. 9

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Rubrics

p. 6

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Student Learning Updates

ADDITIONAL SCORING GUIDANCE

Further clarification of definitions (that can be adopted if LEA chooses)

P. 25SCORING LOOKUP TABLE FOR 2 SLOS ADJUSTED

Score of Full Attainment for Exceeded and Nearly Met Met and Nearly Met

P. 27APPROVING CHECKLISTS Appendix 1: Approving SLO Checklist

Appendix 2: Approving SOO Checklist P.31 & P. 32

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SLOs vs. SOOs for Teachers

Most teachers will continue to write SLOs.

Some select special educators may write a Student Outcome Objective in lieu of one or both SLOs.

A decision tree (p. 22) has been provided to help evaluators and teachers determine whether or not they qualify to write SOOs in lieu of SLOs.

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Online Resources

Series of online modules and an Assessment Toolkit

Based on needs of RI educators

Accessible at any time

http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/OnlineModules.aspx

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Questions and Next Steps

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Fall Evaluation Educator Update

Agenda

1. RI Model Improvements & Learning Opportunities

2. Support Professionals Overview

3. Questions

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RI Model for Support Professionals

During the 2013-2014 school year, support professionals will be participating in gradual implementation of the RI Model for Support Professionals

What is Gradual Implementation? Gradual Implementation creates an opportunity for support professionals, evaluators, and school/district leaders to learn about the model in order to prepare for full implementation during the 2014-2015 school year.

Gradual implementation includes a reduced number of requirements of the RI Model for Support Professionals.

Final Effectiveness Ratings will not be counted for certification purposes during the 2013-2014 school year.

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Components of the Support Professionals Model

Evaluation ConferencesProvide both the support professional and evaluator an opportunity to discuss aspects of his or her evaluation.

Professional Growth PlanSupport professionals will create a Professional Growth Plan with one concrete goal to focus professional development on for the year.

Student Outcome Objective/Student Learning ObjectiveLong-term academic goals set for the interval of instruction or service delivery (quarter, semester, school year, etc.)

Some support professionals will create SLOs and some will create SLOs. (see decision tree on p. 19 of your guide book for additional information)

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Components of the Support Professionals Model

Assessment of Practice (Professional Practice & Foundations)Both Professional Foundations and Professional Practice are scored holistically according to the rubric at the end of the year (based on evidence collected during the entire school year).

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Gradual Implementation Overview

p. 5

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Assessing Professional Practice and Foundations

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Professional Practice

Identical design

Not a checklist

Designed to encourageconversation and develop a common language of practice

Each component is holistically scored on a 4 point scale

p. 47

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Professional Foundations

Same components as Building Administrators

Not a checklist

Each component is holistically scored on a 3 point scale

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Student Learning

Student Learning Objective (SLO) Student Outcome Objective (SOO)

p. 18

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Student Learning Key Similarities

Interval of InstructionBoth Student Learning Objectives (SLOs) and Student Outcome Objectives (SOOs) can be set for a school year or interval of service/instruction that is appropriate to their assignment.

Goals Focused on Student OutcomesBoth SOOs and SLOs focus on student outcomes.

Online Modules: Understanding SLOs Writing an Objective Statement

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Student Learning Key Similarities

Essential Questions

1. What is the most important knowledge/skill(s) I want my students to attain by the end of the interval of instruction?

2. Where are my students now with respect to the objective?

3. Based on what I know about my students, where do I expect them to be by the end of the interval of instruction and how will they demonstrate their knowledge/skill(s)?

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Student Learning Key Differences

Student Learning Objectives (SLOs)Long-term academic goal set for groups of students.

Student Outcome Objectives (SOOs)Long-term goals that are focused on an outcome that increases access to learning or creates conditions that facilitate learning.

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Student Learning Key Differences

Online Modules:

Using Baseline Data and Information to Set Targets

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Student Learning Decision Tree

p. 19

Support Professionals Gradual Implementation Reminder: At least 1 SLO or SOO

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Support Professionals Online Module

Online Modules:

Introduction to the Support Professionals Model

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Questions and Next Steps